A Report on the Implementation of the Blooming Biology Tool: Aligning Course Learning Outcomes with Assessments and Promoting Consistency in a Large Multi-Section First-Year Biology Course

Autor/inn/en	O'Neill, Angie; Birol, Gülnur; Pollock, Carol
Titel	A Report on the Implementation of the Blooming Biology Tool: Aligning Course Learning Outcomes with Assessments and Promoting Consistency in a Large Multi-Section First-Year Biology Course
Quelle	In: Canadian Journal for the Scholarship of Teaching and Learning, 1 (2010) 1, Artikel 8 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-2902
Schlagwörter	Foreign Countries; Biology; Science Instruction; Introductory Courses; Feedback (Response); Educational Objectives; Outcomes of Education; Science Tests; Course Evaluation; Test Results; Comparative Analysis; Statistical Significance; Skill Development; Classification; Large Group Instruction; College Students; Thinking Skills; Canada + Suchen Sie Ihr Suchwort? Ausland; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Classification system; Klassifikation; Klassifikationssystem; Collegestudent; Denkfähigkeit; Kanada
Abstract	The objectives of this study were to investigate the alignment of exam questions with course learning outcomes in a first year biology majors course, to examine gaps and overlaps in assessment of content amongst the sections of the course, and to use this information to provide feedback to the teaching team to further improve the course. Our ultimate goal was to provide students with learning outcomes that would clearly indicate the content and the level at which they would be expected to learn the content for this course, regardless of the section in which they were registered. We took an evidence-based approach to course evaluation and employed the Blooming Biology Tool to compare the learning outcomes and the exam questions of the course, investigating whether the cognitive skill level of each learning outcome as written matched the level at which it was assessed. We identified misalignments and recommended revising the learning outcomes to better reflect the intended level of learning for the course. We also investigated student performance on exam questions of different cognitive levels and found that students scored statistically significantly higher (p < 0.05) on questions in which learning outcomes were tested at the stated cognitive skill level compared to at a higher level. (As Provided).
Anmerkungen	University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01